Can effective teacher behavior be identified?

Bonesrønning, Hans

doi:10.1016/j.econedurev.2003.07.002

Cited by 24 publications

(16 citation statements)

References 9 publications

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“…All of the empirical studies descending from these frameworks adopt a linear grading equation, to characterize the grading standards: in particular, estimating the parameters of the grading equation, Bonesronning (1999Bonesronning ( , 2004aBonesronning ( , 2004bBonesronning ( , 2008 finds that the slope is seldom significant, while the intercept is.…”

Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

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Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Several studies show that teachers make use of grading practices to affect students' effort and achievement. Generally linearity is assumed in the grading equation, while it is everyone's experience that grading practices are frequently non-linear. Representing grading practices as linear can be misleading both from a descriptive and a prescriptive viewpoint. Here we propose to identify grading practices as 'deviations from a reference', which is a fully non-parametric criterion, and measure their effects on achievement based on this classification. To show the effectiveness of our approach, we apply the methodology to a data-set on Italian lower secondary school. Education Economics2009, 1-21, iFirst

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Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

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“…For example, Figlio and Lucas (2004) and Betts and Grogger (2003), using U.S. data, suggested that teachers with higher grading standards improved the average academic performance of their students on standardized tests (although the gains were not equally distributed across students). Similarly, Bonesrønning (2004) evaluated different grading practices in a sample of Norwegian schools and also concluded that hard graders obtain better results than easy graders. Oettinger (2002) studied the effect of different grading schemes on academic performance and found that absolute grading schemes (e.g., the A-F scale) and a continuous grading scheme do affect student effort differently, and thus academic performance as well.…”

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confidence: 99%

Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain

Artés

Rahona

2013

The Journal of Economic Education

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: In this article, the authors aim to identify the causal effect of the use of graded problem sets on academic performance of Spanish students. The identification strategy relies on an experiment in which the authors exploit variation arising from observing the performance of nearly 300 students taking the same class during the same semester and with the same instructors. Academic performance is measured through a multiple choice final exam in which some questions are related to graded problem sets and others are related to non-graded problem sets given through the semester. After accounting for potential biases and selection concerns, the results show that graded problem sets increase test scores by eight percentage points, or close to a letter grade.

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“…Recent literature confirms the importance of parent and peer characteristics. Student achievement is positively related to the presence of two-parent households (Brasington, 1999(Brasington, , 2007Bonesronning, 2004), parent income levels (Dee, 1998;Dewey et al, 2000;Driscoll et al, 2003), and parent or community education levels (Dee, 1998;Brasington, 1999Brasington, , 2007Dewey et al, 2000;Driscoll et al, 2003;Bonesronning, 2004). Some research finds that the per cent of students switching schools depresses achievement (Dewey et al, 2000), although other studies find less consistent results (Brasington, 1999;Coates, 2003).…”

mentioning

confidence: 87%

“…Student achievement has been found positively related to teacher salary (Sander, 1993;Zanzig, 1997;Figlio, 1999;Dewey et al, 2000), per-pupil expenditures (Dee, 1998;Dewey et al, 2000;Bonesronning, 2004), a low pupil to teacher ratio (Sander, 1993;Figlio, 1999;Dewey et al, 2000), and sometimes to teacher experience and education levels (Dewey et al, 2000).…”

Section: Transitioning Out Of Poverty 73mentioning

confidence: 99%

Transitioning Out of Poverty

2009

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We analyze the role of social environment and human capital formation in persistence of poverty and inequality. We present a Romer type variety model where the presence of economies of agglomeration in social environment may cause two basins of attraction; whereby we may interpret the lower basin as a poverty trap and the upper basin as a take-off region. We then consider the size of income transfer to regions and its effect on inequality and welfare. We provide supporting evidence of existing inequality and poverty trap using educational attainment data for the USA.

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Can effective teacher behavior be identified?

Cited by 24 publications

References 9 publications

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain

Transitioning Out of Poverty

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